THE EDITORS Thomas J. Grites is assistant provost at Stockton University, cofounder and past president of NACADA, and coeditor of Academic Advising: A Comprehensive Handbook, Second Edition (Jossey-Bass, 2008). Marsha A. Miller is the NACADA assistant director for resources and coeditor of Academic Advising Approaches: Strategies That Teach Students to Make the Most of College (Jossey-Bass, 2013). Julie Givans Voller is the research and planning strategist for the Maricopa Community Colleges and lead editor of Comprehensive Advisor Training and Development: Practices That Deliver (NACADA, 2010). NACADA: THE GLOBAL COMMUNITY FOR ACADEMIC ADVISING, an organization of more than 13,000 members worldwide, promotes student success by advancing the field through professional development, networking, and leadership.

Select Guide Rating

• Acknowledgments xiiiThe Editors xvThe Authors xixIntroduction xxvThomas J. Grites, Marsha A. Miller, and Julie Givans Voller1 The Evolution of Academic Advising as a Practice and as a Profession 1Hilleary Himes and Janet SchulenbergReader Learning Outcomes 1The First Advising Era (1620 to 1870): Academic Advising Is Unrecognized 3The Second Era (1870 to 1970): Academic Advising Remains Unexamined 6The Third Era (1970 to 2003): Academic Advising Is Examined 9The Fourth Era (2003 to Present): Role of Academic Advising Is Actively Examined 12Looking to the Future 14Aiming for Excellence 16References 172 Theory as the Foundation of Advising 21Peggy JordanReader Learning Outcomes 21Psychosocial Theories 22Erikson’s Psychosocial Theory 22Chickering and Reisser’s Theory of Identity Formation 22Marcia’s Ego Identity Theory 23Schlossberg’s Transition Theory 23Maslow’s Hierarchy: Humanist Theory 24Holland’s Career Development Theory 25Reasons for Learning About Theories 25Case Studies 27Benefits to Students 28Case Study: Underdeveloped Academic and Communication Skills 29Response to Case: Identity Formation Theory 30Skills Used in Advising 31Advisor or Counselor? 31Case Study: Tragedy and Loss 32Response to Case: Maslow’s Hierarchy and Schlossberg’s Transition Theory 32Case Study: Eating Disorder 33Analysis of Case: Prescriptive Advising 34Use of Theory to Prevent Problems 34Case Study: Decision Making and Identity by Craig M. McGill 35Response to Case: Career, Cognitive, Strengths-Based, and Student Development Theories by Craig M. McGill 37Career Development 37Student Development Theory 38Summary 38Aiming for Excellence 39References 403 Building Upon the Components of Academic Advising to Facilitate Change 43Marsha A. MillerReader Learning Outcomes 43Components of Academic Advising 45The Informational Component 45The Relational Component 47The Conceptual Component 48Organizational Models of Academic Advising 49Master Advisors as Meaning Makers 50Master Advisors Reach Across Divides 52Master Advisors Facilitate Change 54Summary 56Aiming for Excellence 57References 604 Defining Academic Advising: Concepts and Contexts for Practice 65Susan M. Campbell and Susan McWilliamsReader Learning Outcomes 65Informing Practice: The Three Pillars 67NACADA Statement of Core Values of Academic Advising 67CAS Standards for Academic Advising Programs 68NACADA Concept of Academic Advising 71Grounding and Guiding Academic Advising: The Advising Program 71The Interrelation of Vision, Mission, Goals, and Program Objectives 72Statements of Vision, Mission, Goals, and Program Objectives 74Contextualizing Academic Advising: Philosophy 76Advising as a High-Impact Practice 77Implications for the Master Advisor 77Aiming for Excellence 78References 795 Defining Student Success 83Stephen O. Wallace and Beverly A. WallaceReader Learning Outcomes 83A Dilemma Faced by Academic Advisors 84Student Success—Everyone Is Talking About It 85Student Success: The Goal of the Completion Agenda 87Student Success: A Goal of Institutional Planning 89What Is Measured? 89Whose Success Is Defined and Measured by Established Benchmarks? 90Success: The Dream for Many Students 91An Authentic Definition of Student Success 93Student Success Definitions: Implications for Academic Advisors 95Productivity-Centered Definitions 95Institution-Centered Definitions 96Academic Advisors as Partners in Institutional Success 97Advisors as Partners in Student Success 98Advising for Student Success 98Without a Reason, Nothing Makes Sense 98Aim at Nothing: Hit It Every Time 99Case Study: What Is Wrong With This Picture? 101Student Success Is Everyone’s Success 102“Did I Do the Right Thing?” 103Aiming for Excellence 103References 1046 Knowing and Reaching Students 107Karen L. ArchambaultReader Learning Outcomes 107Revisiting Identity Theories 109Theories for Multiple Identities 109Theories on Racial, Biracial, and Multiethnic Identity 110Adult Learning Theory 111Frameworks for Multicultural Interactions 112Recognizing Stereotype Threat 112Communicating Across Cultural Barriers 113Advanced Practice 116Case Studies 116Case Study 1: Getting the Most From College 116Case Study 2: Learning a New Culture 117Case Study 3: Providing Professional Guidance 118Case Study 4: Identifying Wellness Issues 119Summary 120Aiming for Excellence 120References 1217 Advanced Advising Practice: Becoming a Master Advisor 123Marc Lowenstein and Jennifer L. BloomReader Learning Outcomes 123Committing to Lifelong Learning 124Why Do Master Advisors Pursue Lifelong Learning? 124What Do Master Advisors Seek to Learn? 125How Do Master Advisors Engage in Lifelong Learning? 126Where Do Master Advisors Pursue Lifelong Learning? 126Barriers to Lifelong Learning 127Approaching Ethical Dilemmas 127Case Study: Conflicting Ethical Principles 129Case Study: Response 129Facing Adversity 130The Power of Reframing 131Nine Questions That Address Adversity 131Modeling for Others 132Modeling for Colleagues 132Modeling for Students 132Case Study: Modeling Decision Processes 133Summary 134Aiming for Excellence 134References 1358 Advanced Legal Issues and the Master Advisor 137Matthew M. RustReader Learning Outcomes 137Confidentiality and Privacy of Student Information 138Family Educational Rights and Privacy Act 138State Privacy Laws 143Advisors as Agents of the University 145Liability in Contract Law 145Liability in Tort Law 146Equal Rights and Due Process 148Equal Rights 148Due Process 149Summary 150Aiming for Excellence 151References 1559 A Human Capital Approach to Academic and Career Advising 159Leigh S. ShafferReader Learning Outcomes 159Human Capital Through Academic and Career Advising 162Human Capital Maximization 163The College Wage Premium 164Student Financial Decision Making 165Advising Activities and Techniques 165Calculating the Costs of a College Education 166Advising Financially-At-Risk Students 168Developing Transferable Skills 169Crafting Career Interventions 171Developing Documentation of Students’ Human Capital 172Summary 173Aiming for Excellence 173References 17410 Advocating for Academic Advising by Leading 179Chrissy L. Davis JonesReader Learning Outcomes 179Self-Awareness 180Advisor Classifications 181Leadership Development 182Professional Development Plan 183Leadership Framework 184Opportunities to Develop a Leadership Framework 185Master Advisor: The Influential Leader 186Model of Power and Influence 186Building Influence 190Speaking to Be Heard: The Language of Leaders 191Lateral Communication: Colleagues 191Upward Communication: Administration 192Maintaining Motivation 194Summary 195Aiming for Excellence 195References 19611 Advocating for Academic Advising 199Brett McFarlane and Carolyn ThomasReader Learning Outcomes 199Barriers to Effective Advising Advocacy 201Reporting Lines 201Lack of Legitimate Power and Voice 202Incongruent Paradigms 203Advocating for Advising 204Building an Organized Community of Practice 204Opportunities for Coalition Building in Advising 209Enhancing and Advancing Practice 212Administrative-Level Guidance 214Summary 217Aiming for Excellence 218References 21912 Reward Systems and Career Ladders for Advisors 225Jeffrey McClellanReader Learning Outcomes 225To the Master Advisor 226Faculty and Primary-Role Advisors 227Reward and Motivation 228Designing Reward Systems 230Thinking Strategically 230Identifying Key Performance Indicators 231Identify Incentives 232Survey Results 233Faculty Advisors 233Primary-Role Advisors 233Faculty Incentives 235Design a Rewards System 235Rewards 235Delivery and Implementation of a Reward System 239Rewarding Advising Through Promotion 239Career Ladders 240Summary 244Aiming for Excellence 245References 24513 Professional Development 251Julie Givans VollerReader Learning Outcomes 251Why Bother With Professional Development? 252Charting the Path: Recognizing and Recording Professional Learning 255The Individual Professional Development Plan 255The Portfolio 256Advisor Knowledge 257Informational Component 257Relational Component 259Conceptual Component 259Learning Strategies 260Formal Learning 260Nonformal learning 262Informal Learning 266Summary 268Aiming for Excellence 268References 26914 Assessment of Academic Advising: Overview and Student Learning Outcomes 275Rich RobbinsReader Learning Outcomes 275Assessment of Academic Advising 276Why Assess Academic Advising? 277Assessment or Evaluation? 277Overview of the Assessment Cycle 278Outcomes for Academic Advising 278Steps to Develop Student Learning Outcomes 280Mapping of Student Learning Outcomes 284Summary 284Aiming for Excellence 285References 28615 Assessment of Academic Advising: Gathering Outcome Evidence and Making Changes 289Rich RobbinsReader Learning Outcomes 289Identifying Stakeholders 290Outcome Measures and Data 291Assessment Matrix Example 293Interpreting Results 293Reporting Results 296Acting Upon Outcome Data 297Next Steps 298Sustainability of Assessment 298Summary 299Aiming for Excellence 300References 30116 Technology and Academic Advising 305George E. SteeleReader Learning Outcomes 305Using Technology to Support Advising as Teaching 306Case Study: Creating an Intentional Use of Technology Plan 307Intentional Use of Technology Model 308Technologies That Support Learning 309Technologies That Support Learning Outcomes 310Learning Outcomes and Student Learning 314Content Creation and Technologies for Academic Advising 315Advising-as-Teaching Approach 317Technology and Program Assessment 319Implications for Advisor Training and Professional Development 320Aiming for Excellence 321References 32217 External Conditions That Influence the Practice of Master Academic Advisors 327Thomas J. GritesReader Learning Outcomes 327The Completion Agenda 329Enrollment Patterns 330Legislative and Political Agendas 331The National Level 331The State or Province Level 332Implications for Master Advisors 335The Value—or Worth—of College 337Student Debt 338Jobs, Careers, and Employers 340What Is a Master Academic Advisor to Do? 342Aiming for Excellence 343References 34418 Challenges for the Future: Developing as a Profession, Field, and Discipline 351Craig M. McGill and Charlie L. NuttReader Learning Outcomes 351Changes in Higher Education That Transform Academic Advising 352Principal Areas of Necessary Expansion 354Expansion of Research and Publication Within the Field 354The Role of Professional Development 357Summary: Preparing to Meet the Challenge 359Aiming for Excellence 360References 361Author Index 363Subject Index 369